A case of Universititis

Today, I helped grade exams for the first time – as one of twelve teaching assistants in “Linear Algebra I” at the university here. First, let me be clear – we do not assign the letter grades. We receive solutions for the problems and work in groups to correct them. One group corrects problem one, the next problem two etc. Within each group we discuss how many points should be awarded for each part of "our" problem. We can then use that as a rubric to ensure that all members of the group grade "their" problem the same way. Once the professor sees the distribution of points for each problem and for the exam in general, he or she will fix the letter grades.

Now, this exam, like many math exams at this and other German universities, is going to end up having students who have less than 50% of the points who still get passing grades – because if they didn't, far too many people would fail. Out of respect for people's privacy, I won't post the specifics of this class – but I don't know any introductory level class here (Calculus, Linear Algebra, Probability Theory) in the last few years in which more than half of the students would have passed if the passing grade had been left at 50% (some, even after that line was lowered to 35%). 

However, I should give some context. In a math degree in Germany, it's totally normal to fail once or twice. If the exams tend to end up this way, it's only natural. Especially if in your first or second semester you don't really realize what's expected of you. Nobody attaches these big moral weights to failure the way (I think) we sometimes do in the States. And, since it doesn't cost tens of thousands of dollars per year, it's not such a big deal to repeat a class. 

However. There's a wrinkle. If you fail the same class – say, “Calculus I” – three times, you are out. That means that you’re barred from that particular course of study at that university. And you’re not allowed to study that subject anywhere in Germany. Now, for some people, it might not be such a big deal – you had math as one of your two minors. Well, switch your minor and do the rest of your studies and it's all good. But if you were studying Computer Science, Math, Physics, Biology – done. That's why I saw so many German med students when I was studying in Budapest.

Oh, and there are no other grades besides the final exam in each course. The homework you turn in (at least in math) is your way of proving you should be allowed to take the exam in the first place. In this last class, you were required to get 2/3 of the points on the homework assignments (2/3 overall, not per assignment) in order to be allowed to take the exam. But after you're registered for the exam, that doesn't help you. (Footnote: maybe a tiny bit, if the professor is debating between a B and a B+ say, and they see that you always actively participated in the class – it might bump you up a tad.)

One day – two or three hours – and a semester's worth of material. Better hope you have a good day. And, if you can, really understand the material.

Kind of stressful.

However, let's flip the coin. 

Now we’re in a calculus class in, say, a liberal arts college in the US. Homework counts for 1/3 of the grade. Two small midterms count for another third and the final counts for the last third. And someone maybe – MAYBE – gets a C. Or someone gets a B-. And students and parents complain.

Grade inflation is real and serious. Professors, particularly ones without tenure, are extremely vulnerable to course evaluations and there’s a strong correlation of lower grades and worse reviews of professors (I know, I know. It’s hard to separate the feelings of ‘How much I like this professor?’ from ‘How good of a professor this person was in this class?’ but considering someone’s career is very affected by it, we should at least try). And yes, college in the US is extremely expensive – so flunking a class is like flushing lots of money down the drain. But that doesn’t mean professors should let students through who, in every sense of the word, did not make the grade.

But what about the other system, where some people work hard, maybe improve a lot in the course of the semester – and then fail on one day.

Discouraging some students and inducing a panic that makes them want to cram everything for one day (and not learn it all properly, because they feel they can’t in that amount of time) or pampering students and letting some slide so as to avoid angry parents and bad evaluations…

Also, let me add a disclaimer. I’m not a professor. I don’t really have a leg to stand on when I try to spout these views. So, take all of this with a grain of salt. But I am the daughter of a professor and have spent the last seven years in and around university systems. What am I getting at? Well, I’m wondering what the best way is.

As to the German system, I’m not a fan of the ‘one exam, one grade’ method. I think difficult exams are all well and good but I think something – either a midterm or the work on the homework – should also contribute to the grade, if possible. That might also give some people the hint earlier on in the semester that they’re not doing what it takes for the class and make them either drop it or start working harder. As for the American system? That’s a trickier problem, I feel. Do you give honest grades on assignments during the semester to give students the hint, but always give better ones at the end to feed the beast of grade inflation because the students can’t help that they are caught in the middle of it? Or do you stick it to the inflation system and risk your position by grading honestly?

I think there is no easy answer, neither to these questions nor to the predicament as a whole because these issues are very tied up in the two educational systems. The German system, which is also just getting used to the Bachelor/Master thing (they used to just have a ‘Diplom’ degree which kind of lumped both together) and it’s very new to even require grades for early classes instead of just having a handful of large exams toward the end of your studies. The American system – especially the liberal arts wing – is set up so differently: with our "customer-oriented" private colleges, emphasis on teaching and guidance, a student-to-instructor ratio that would be unachievable in public education, the financial strain put on families – it’s hard to turn an enormous ship on a dime. You have to make tiny adjustments and see where they take you.

I believe the answer to this question resists simplicity, if I can paraphrase John Green.

And one of the thoughts I have so frequently is how privileged I am to be able to look at both of these systems from the outside. I think it has allowed me to notice some of the flaws and perks of both. I wonder where each system will be in ten or twenty years' time.